RSA-7-OB for FY-2025: Submission #31
Instructions
Submittal Instructions
Grantees of the Independent Living Services for Older Individuals who are Blind (OIB) program must complete and submit their annual RSA 7-OB Report online through RSA’s website (https://rsa.ed.gov).
To register with RSA’s MIS, go to https://rsa.ed.gov and click on Info for new users. The link provides instructions for obtaining an agency- specific username and password. Further instructions for completing and submitting the RSA 7-OB Report online are provided upon completion of the registration process.
OIB grantees submitting the RSA 7-OB Report online are not required to mail signed copies of the 7-OB Report to RSA. Grantees must submit the 7-OB report in the MIS with an authorized signature and date. The signed lobbying certification form must be submitted by mail, fax, or electronically with the authorized signature and date.
The RSA 7-OB Report must be submitted to RSA no later than 90 days after the end of the reported Federal fiscal year (FFY) (i.e., December 31).
PART I: FUNDING SOURCES AND EXPENDITURES IN SUPPORT OF THE OIB PROGRAM
NOTE: References to Title VII below are to Title VII of the Rehabilitation Act, as amended by Title IV of the Workforce Innovation and Opportunity Act.
Funding Sources and Amounts in Support of the OIB Program for the Reported Federal Fiscal Year (FFY)
- Title VII-Chapter 2 Federal grant award for reported FFY – Enter the total amount of your Title VII-Chapter 2 grant award for the reported FFY. Amount must agree with 10d of the Federal Financial Report form (SF-425).
- Title VII-Chapter 2 carryover from previous FFY – Enter the amount of Title VII-Chapter 2 grant funds carried over from the previous FFY. Enter zero, if none.
- TOTAL Title VII-Chapter 2 funds – The sum of A1 + A2. Total will be automatically populated.
- Title VII-Chapter 1, Part B funds – Enter the total amount of Federal Title VII-Chapter 1, Part B (State Independent Living Services) funds made available for support of the OIB program in the reported FFY.
- Other Federal funds available for expenditure in the reported FFY - Enter the total amount of any other Federal funds available for expenditure to support the OIB program for the reported FFY. Other Federal funds may include, but are not limited to, such funds as SSA reimbursement, Title XX Social Security Act funds, and Older Americans Act funds, including the carryover of such funds that are available for expenditure in the reported FFY.
- Total Federal funds - Sum of A3 + A4 + A5. Total will be automatically populated.
- State funds (excluding in-kind contributions) - Enter the total amount of State funds available for expenditure in the OIB program. Include funds from State appropriations as well as funds from other State sources that were available to support the OIB program for the reported FFY.
- In-kind contributions - Enter the total dollar amount of fairly evaluated and documented in-kind contributions from state, local, and public agencies, as well as non-profit and for-profit organizations. These can include but are not limited to services, materials, equipment, buildings, or office space that was utilized in support of the OIB program.
- Other non-Federal funds - Enter the total amount of funds from other non-Federal sources including local and community funding, non-profit or for-profit agency funding, voluntary client contributions, etc. Do not include in-kind contributions. State funds should be reported in A7 above.
- Total non-Federal funds - Sum of A7 + A9 above; do not include In- kind contributions reported in A8. Total will be automatically populated.
- Total of all funds available for expenditure in the reported FFY - Sum of A6 + A7 + A9. Do not include in-kind contributions reported in A8. Total will be automatically populated.
OIB Program Expenditures in Reported FFY
In this section, report allowable expenditures made in support of the OIB program in the reported FFY. For the purpose of this data collection, the term ”expenditures” means charges made by a non- Federal entity to the Federal OIB award (2 C.F.R. § 200.34).
In this data collection, expenditures are to be reported under two categories, (1) administrative costs, and (2) direct service costs. Within these categories, funds expended from the Title VII-Chapter 2 Federal OIB grant award and from non-Federal funds used to meet the match requirement in accordance with 34 C.F.R. § 367.31(b) and
§ 367.61 are reported separately from allowable OIB expenditures made from other Federal and non-Federal sources. However, OIB grantees remain responsible for tracking specific information related to the expenditure of OIB funds from each source. For example, specific information on expenditures made from the OIB Federal award and from non-Federal sources used in meeting the match requirement must be reported on the SF-425.
- Funds expended for administrative costs in the reported FFY - Enter the total amount of funds expended for administrative costs, including administrative support staff and general overhead costs, during the reported FFY. Do not include expenditures for direct services provided by agency staff or the expenditures of contract or sub-grantee staff that provide direct services under contracts or sub-grants. For example, if an administrator spends a portion of his or her time providing administrative services and the remainder providing direct services, include only the expenditures for administrative services.
- Administrative expenditures from (1) Title VII-Chapter 2 Federal grant award funds, including allowable carryover funds from the previous FFY and (2) non-Federal sources used in meeting the match requirement as reported on line 10j of the SF-425.
- Administrative expenditures from all other allowable sources as identified in Part I - A above.
- Total administrative expenditures - Sum of 1a + 1b. Total will be automatically populated.
- Funds expended for direct services during the reported FFY - Enter the total funds expended for direct program services during the reported FFY. Amount reported must equal the total funds expended for services in Part IV – F.
- Direct service expenditures from (1) Title VII-Chapter 2 OIB Federal grant award, including allowable carryover funds from the previous FFY and (2) non-Federal sources used in meeting the match requirement as reported on line 10j of the SF-425.
- Direct service expenditures from all other allowable sources as identified in Part I - A above.
- Total direct services expenditures - Sum of 2a + 2b. Total will be automatically populated.
- Total funds expended for the program during the reported FFY - Sum of B1c + B2c. Total will be automatically populated.
Part II: Program Staffing
Base all full-time equivalent (FTE) calculations on the number of hours per week considered full time for the position. Record all FTEs assigned to the OIB program during the reported FFY irrespective of whether salary is paid with Title VII-Chapter 2 funds. Report the number of hours per week that define FTE for State Agency staff and for Contract/Subgrant staff (e.g. 40 hours, 35 hours, etc.).
Full-time Equivalent (FTE) Program Staff
Record the FTE administrative and support staff and direct service staff, including State agency staff and contract/subgrant staff, for the OIB program. If a staff member provides both administrative and support functions and direct services, report the percentage of FTE devoted to administrative and support activities under “Administrative & Support” and the percentage of FTE devoted to direct services under “Direct Services.” For example, assuming a full-time 40 hour work week, if 20% (8 hours per week) of a staff person’s time was spent on administrative and support functions related to this program, and 80% (32 hours per week) of the staff person’s time was spent in providing direct services for this program, the reported FTE for that staff person would be 0.2 for administrative and support functions and 0.8 for direct services.
- FTE State Agency staff assigned to the OIB program
- Administrative and support – Under “Administrative & Support,” enter the FTE of all administrative and support staff (e.g., management, program directors, supervisors, readers, drivers for staff, etc.) assigned to the OIB program from the State agency.
- Direct service – Under “Direct Service”, enter the FTE of all State agency direct service staff (e.g., rehabilitation teachers, Independent Living (IL) specialists, orientation and mobility specialists, social workers, drivers for individuals receiving services, etc.) assigned to the OIB program from the State agency.
- Total – The total State agency FTE (A1C) is the sum of the “Administrative & Support” FTE (A1A) and “Direct Service” FTE (A1B). Total will be automatically populated.
- FTE through contract/subgrant – FTE assigned to the OIB program through a contract or subgrant.
- Administrative & support – Under “Administrative & Support” (A2a), enter the FTE of all administrative and support staff (e.g., management, program directors, supervisors, readers, drivers for staff, etc.) assigned to the OIB program through contract/subgrant.
Direct service – Under “Direct Service” (A2b), enter the FTE of all direct service staff (e.g., rehabilitation teachers, independent living specialists, orientation and mobility specialists, social
workers, drivers for individuals receiving services, etc.) assigned to the OIB program through contract/subgrant.
- Total – The Total Contract/subgrantee FTE (A2c) is the sum of the “Administrative & Support” FTE (A2a) and the “Direct Service” FTE (A2b). Total will be automatically populated.
- Total FTE – The system will generate the FTE totals for Administrative & Support and for Direct Service, as well as the total FTE for the program.
- FTE State Agency staff assigned to the OIB program
Employees with Disabilities
Record the number of employees with disabilities that are represented in the categories below. Individuals reported here should include both agency and contract/subgrant staff.
- Employees with disabilities other than with blindness or severe visual impairments – Enter the total number of employees with disabilities, excluding those with blindness or severe visual impairments. Employees with blindness or severe visual impairments are reported separately in B2 and B3 below.
Employees with blindness or severe visual impairments who are age
55 and older – Enter the total number who are blind or who have severe visual impairments and are age 55 and older.
- Employees with blindness or severe visual impairments who are under age 55 – Enter the total number who are blind or have a severe visual impairment and are under age 55.
Total employees with disabilities – Enter the number of employees reported in B1, B2, and B3. Total in B4 will be automatically populated.
Part III: Data on Individuals Served
Provide data in each of the categories below on the number of individuals for whom one or more services were provided (program participants) during the reported FFY.
Individuals Served
- Enter the number of program participants carried over from the previous FFY who received services in this reported FFY (i.e., an individual who received services in September (or any other month) of the previous FFY and continued to receive additional services in the reported FFY).
- Enter the number of program participants who began receiving services during the reported FFY irrespective of whether they have completed all services.
- Total individuals served during the reported FFY - Sum of A1 + A2. Total will be automatically populated.
Age at Application
Categories 1 through 4 - The total number of individuals served in each respective age category (B1 through B4).
- The sum of age categories B1 through B4. This total must agree with the total reported in A3. Total will be automatically populated.
Gender
- Self-identifies as female – Enter the total number of individuals receiving services who self-identify as female.
- Self-identifies as male – Enter the total number of individuals receiving services who self-identify as male.
- Did not self-identify gender – Enter the total number of Individuals receiving services who did not self-identify gender.
- Total – Sum of C1 + C2 + C3. This total must agree with the total reported in A3 above. Total will be automatically populated.
Race
Categories 1 through 7 - Enter the number of individuals served in the reported FFY for each of the 7 race categories (D1 through D7). Self- identification is required to the greatest extent possible. It is generally expected that the information recorded will reflect the individual’s own identification of race from these categories.
Observer identification is not required. If the individual refuses to self-identify, record in item 6 (individual did not self-identify race). An individual should only be reported in one of the 7 categories. Item 7 should be used to report individuals served who identify two or more races. The multi-race category (item 7) should not be used to report an individual who identifies only 1 of the 5 races listed and also identifies that they are of Hispanic or Latino ethnicity. Hispanic or Latino ethnicity is recorded in section E, regardless of race.
- American Indian – Enter the number of individuals served who are American Indian or Alaska Native. American Indian/Alaska Native means a person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
Asian – Enter the number of individuals served who are Asian. Asian means a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
- Black or African American – Enter the number of individuals served who are Black or African American. Black or African American means a person having origins in any of the black racial groups of Africa.
- Native Hawaiian or Other Pacific Islander – Enter the number of individuals served who are Native Hawaiian or Other Pacific Islander. Native Hawaiian or Other Pacific Islander means a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
- White – Enter the number of individuals served who are White. White means a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
- Individual did not self-identify race – Enter the number of individuals served who did not self-identify race or refused to self- identify race.
- Two or more races – Enter the number of individuals served who report two or more races (for multi-race individuals).
- Total – Sum of items D1 through D7. This total must agree with the total reported in A3 above. Do not include the Ethnicity sum from E1. Total will be automatically populated.
Ethnicity
1. Enter the number of individuals served who reported that they are Hispanic or Latino. Hispanic or Latino means a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Degree of Visual Impairment
- Enter the number of individuals served who are totally blind (e.g., have light perception only or no light perception).
- Enter the number of individuals served who are considered legally blind, excluding those recorded in F1.
- Enter the number of individuals served who have severe visual impairment, excluding those recorded in F1 and F2.
- Total - Sum of F1 + F2 + F3. The total must agree with the total in A3 above. Total will be automatically populated.
Major Cause of Visual Impairment
Enter only one major cause of visual impairment for each individual served during the reported FFY. Below are the most common causes of visual impairment among older individuals.
- Macular degeneration – Enter the number of individuals served who have macular degeneration as the major cause of visual impairment. Macular degeneration is a progressive disease of the retina wherein the light-sensing cells in the central area of vision (the macula) stop working and eventually die.
- Diabetic retinopathy – Enter the number of individuals served who have diabetic retinopathy as the major cause of visual impairment. Diabetic retinopathy is damage to the blood vessels of the light- sensitive tissue at the back of the eye (retina) caused by diabetes.
- Glaucoma – Enter the number of individuals served who have glaucoma as the major cause of visual impairment. Glaucoma is a group of eye diseases causing optic nerve damage that involves mechanical compression or decreased blood flow.
- Cataracts – Enter the number of individuals served who have cataracts as the major cause of visual impairment. A cataract is a clouding of the natural lens of the eye resulting in blurred vision, sensitivity to light and glare, distortion, and dimming of colors.
- Other cause of visual impairment – Enter the number of individuals served whose major cause of visual impairment is not listed above.
- Total - Sum of G1 through G5. This total must agree with the total in A3 above. Total will be automatically populated.
Other Age-Related Impairments
Older individuals who are blind may have one or more other age-related impairments or disorders that impact their ability to carry out customary daily life activities in the home and community. Listed below are age-related impairments (other than visual impairments) that are common among older individuals. Enter the total number of individuals served in each of the categories listed in H1 through H-6. Individuals may report one or more non-visual impairments/conditions.
- Hearing impairment – Hearing impairment occurs when there is a problem with or damage to one or more parts of the ear, and may be a conductive hearing loss (outer or middle ear) or a sensorineural hearing loss (inner ear) or a combination. Presbycusis is the gradual hearing loss that occurs with aging.
- Mobility impairment – Older individuals may have difficulty with gross motor behavior, such as moving around in the environment, or with fine motor skills, such as writing. Conditions such as Osteoporosis (loss of mass and quality of bones), osteoarthritis (inflammation and deterioration of joints), and sarcopenia (age- related loss of skeletal muscle mass and strength) may contribute to frailty and injury in older individuals. Other conditions that contribute to loss of mobility and independence include disorders in the central nervous system that control movement such as in Parkinson’s disease.
- Communication impairment – Older individuals may have impairments in expressive communication, receptive communication, or both, as a result of stroke, dementia, or other conditions.
- Cognitive or intellectual impairment – Cognitive impairments, such as dementia and Alzheimer’s disease, impact parts of the brain that control thought, memory, and executive functioning. Individuals with intellectual disabilities (e.g., Down syndrome), should also be included in this category.
- Mental health impairment – Older individuals may have impairments or disorders that affect their mental health such as: Mood disorders (e.g., depression, bipolar disorder, anxiety, and seasonal affective disorder); Sundown syndrome, which affects individuals with dementia or Alzheimer’s; and psychosis or a personality disorder.
- Other impairment – Enter other impairments not captured in H1 – H5 above.
Type of Residence
- Private residence – Enter the number of individuals served who live in a private residence (house or apartment).
- Senior independent living facility – Enter the number of individuals served who live in senior independent living housing in which minimal support is provided.
- Assisted living facility – Enter the number of individuals served who live in assisted living facilities (e.g., housing that provides personal care and services which meet needs beyond basic provision of food, shelter and laundry).
- Nursing home/long-term care facility – Enter the number of individuals served who live in nursing homes/long-term care facilities (e.g., any facility that provides care to one or more persons who require nursing care and related medical services of such complexity to require professional nursing care under the direction of a physician on a 24 hour a day basis).
- Homeless – Enter the number of individuals served who are homeless.
- Total – Sum of I1 through I5. This total must agree with the total in A3 above. Total will be automatically populated.
J. Source of Referral
- Eye care provider – Enter the number of individuals served referred by an eye care provider (e.g., ophthalmologist or optometrist).
- Physician/medical provider – Enter the number of individuals served referred by a medical provider other than an eye care provider.
- State VR agency – Enter the number of individuals served referred by a State vocational rehabilitation (VR) agency.
- Government/public or private social services agency – Enter the number of individuals served referred by a government/public or private social services agency, not listed elsewhere, that provides assistance to consumers related to eligibility and securing entitlements and benefits, counseling, elder law services, or assistance with housing.
- Veterans Administration – Enter the number of individuals served referred by the Veterans Administration.
- Senior program – Enter the number of individuals served referred by a senior program defined as a community-based educational recreational, or socialization program operated by a senior center, nutrition site, or senior club.
- Assisted living facility – Enter the number of individuals served referred by an assisted living facility defined as housing that provides personal care and services which meet needs beyond basic provision of food, shelter and laundry.
- Nursing home/long-term care facility – Enter the number of individuals served referred by a nursing home/long-term care facility defined as any facility that provides care to one or more persons who require nursing care and related medical services of such complexity to require professional nursing care under the direction of a physician on a 24 hour a day basis.
- Independent living center – Enter the number of individuals served referred by an independent living center (ILC) defined as a consumer- controlled, community-based, cross-disability, nonresidential private nonprofit agency that is designed and operated within a local community by individuals with disabilities, and provides an array of independent living services.
- Family member or friend – Enter the number of individuals referred by a family member or friend.
- Self-referral – Enter the number of individuals who were self- referred.
- All other sources – Enter the number of individuals referred from All other sources aside from those listed above, including Faith based organizations.
- Total – The sum of J1 through J12. This total must agree with the total in A3 above. Total will be automatically populated.
Part IV: Types of Services Provided and Funds Expended
Provide data related to the number of program participants receiving each type of service and funds expended for each type of service.
Total expenditures for direct program services in Part I - B2 must equal the total funds spent on services in Part IV - F. In other words, the amount reported in Part I - B2 must equal the sum of the expenditures reported in Part IV - F. Salary or expenditures associated with direct service staff or contractors providing direct services should be included in the expenditure of services provided in A1, B1, C1, D1 and E1.
Clinical/Functional Vision Assessments and Services
- Total expenditures from all sources of program funding - Enter the total expenditures, including expenditures from Title VII-Chapter 2 Federal grant funds and all other sources of program funding, for clinical and/or functional vision assessments and services, whether purchased or provided directly.
- Persons served – Vision Screening/Vision Examination/Low Vision Evaluation (unduplicated count): Enter the total number of individuals who received clinical vision screening or vision examinations from qualified or certified professionals such as ophthalmologists, optometrists, or low vision specialists (i.e., one individual may receive multiple services during the reported FFY but should only be counted one time). Assessment areas may include functional visual acuity and fields, efficiency of vision in the performance of everyday tasks, and evaluation for low vision aids or equipment. Functional vision assessments are typically provided by professionals who are certified or have a master’s degree in low vision rehabilitation. Do not include evaluations for orientation and mobility, which should be included in IV - C3.
- Persons served – Surgical or therapeutic treatments to prevent, correct, or modify disabling eye conditions (unduplicated count): Enter the total number of individuals who received surgical or therapeutic treatment to prevent, correct, or modify disabling eye conditions, including prescription optical devices(i.e., one individual may receive multiple services during the reported FFY but should only be counted one time). Nonprescription optical aids and devices should be reported in IV - B2.
Assistive Technology devices and services
As defined in Section 3(4) of the Assistive Technology Act of 2004 (Pub. L. 108-364), “assistive technology device means any item, piece of equipment, or product system whether acquired commercially, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” Assistive
technology devices may include such items as canes, slates, insulin gauges, closed circuit televisions, computers, adaptive software, magnifiers, adaptive cooking items, adaptive recreational items, handwriting guides, braille devices, large button telephones, etc. Assistive technology services may include the evaluation of assistive technology needs of an individual, services related to acquisition of technology, loan programs, maintenance and repair of assistive technology, training or technical assistance for the individual or professionals related to the use of assistive technology, programs to expand the availability of assistive technology, low vision services related to the use of optical aids and devices, and other services related to the selection, acquisition, or use of an assistive technology device.
- Total expenditures from all sources of program funding – Enter the total amount of expenditures, including expenditures from Title VII- Chapter 2 Federal grant funds and all other sources of program funds, for the provision of assistive technology devices and services.
- Persons served – Provision of assistive technology devices and/or services (unduplicated count): Enter the unduplicated count of individuals who received one or more assistive technology devices and services (i.e., one individual may receive multiple assistive technology devices and services during the reported FFY but should only be counted one time).
Independent Living and Adjustment Training Services
- Total expenditures from all sources of program funding - Enter the total expenditures, including expenditures from Title VII-Chapter 2 Federal grant funds and all other sources of program funding, for the provision of services and adjustment training leading to independent living. Evaluation and assessment services (excluding those included in IV - A2 or IV - B2) leading to the planning and implementation of services and training should be included in these costs.
- Persons served – Independent living and adjustment training services (unduplicated count): Enter the unduplicated count of individuals who received one or more independent living and adjustment training services (i.e., one individual may receive multiple independent living and adjustment training services during the reported FFY but should only be counted one time).
- Number of persons reported in IV - C2 who received the following services:
- Persons served – Orientation and mobility training: Enter the total number of individuals who received orientation and mobility (O & M) services or travel training (i.e., learning to access public or private transportation and to travel safely and as independently as possible in the home and community with or without the use of mobility aids and devices).
- Persons served – Communication skills training: Enter the total number of individuals who received communication skills training. This category includes, for example, training in reading and writing braille; training in the use of the telephone (including mobile phones); training in the use of readers, newspaper reading services, radio and talking book services; and training in other communication skills and technologies. This category also includes training in keyboarding and computer literacy. Training in the use of specialized computer software (e.g., screen reading software) and adaptive equipment should be reported under assistive technology services (IV - B2 above).
- Persons served – Daily living skills training: Enter the total number of individuals who received daily living skills training. This category includes, for example, training in the use of blindness and low vision alternative techniques for telling time, food preparation, grooming and dress, household chores, medical management, shopping, and recreational activities.
- Persons served – Advocacy training: Enter the total number of individuals who participated in advocacy training including consumer organization meetings.
- Persons served – Adjustment counseling and/or peer support services: Enter the total number of individuals who received adjustment counseling and/or peer support services (individual or group) to assist them in adjusting to visual impairment and blindness.
- Persons served – Information and referral services: Enter the total number of individuals (program participants) who received information and referral to other service providers, programs, and agencies (e.g., senior programs, public and private social service programs, faith-based organizations, consumer groups, etc.) to enhance adjustment, independent living, and integration into the community. Do not include individuals who received only information and referral and for whom no other services were provided (e.g., non-participants, the general public, and other service providers).
- Persons served – Other independent living services: Enter the total number of individuals who received any other independent living service not listed above.
Supportive Services
Supportive services are services provided to individuals with disabilities so that they can access other program services. Under
this category, report the number of individuals who received reader services, transportation, personal attendant services, interpreters, or other support services while actively participating in the program or attaining independent living goals.
- Expenditures – Enter the total expenditures, including expenditures from Title VII-Chapter 2 Federal grant funds and all other sources of program funding, for the provision of supportive services.
- Persons served – supportive services (unduplicated count): Enter the unduplicated count of individuals who received supportive services as described above (i.e., one individual may receive multiple supportive services during the reported FFY but should only be counted one time).
Community Awareness Activities and Information and Referral
- Expenditures – Enter the total expenditures, including expenditures from Title VII-Chapter 2 Federal grant funds and all other sources of program funding, used to support community awareness activities/events and providing information and referral services to individuals for whom this was the only service provided (e.g., health fair for seniors, training for other professionals, telephone inquiries, and general inquiries about services for older individuals who are blind).
TOTAL DIRECT EXPENDITURES
Sum of A1 through E1. The total must agree with the direct service expenditures reported in Part 1 - B2c.
Part V: Program Performance Measures and Outcome Data
The revised GPRA measures for the OIB program are listed below. Grantees must report the data necessary to calculate program performance on these measures as outlined in the instructions below following the list of measures.
Program Measures
Objective: To restore, improve, or maintain the independence of older individuals whose functional capabilities have been lost or diminished as a result of vision loss or blindness.
Assistive Technology Devices and Services
Measure A – The percentage of individuals receiving assistive technology devices and services who demonstrated improvement in one or more functional capabilities during the reported FFY consistent with the objectives for receiving such devices and services.
Independent Living and Adjustment Training Services
Measure B - The percentage of individuals receiving one or more independent living and adjustment training services who demonstrated improvement in functional capabilities during the reported FFY.
Independence in the Home and Community
Measure C1 – The percentage of individuals completing a plan of services who reported feeling more confident in their ability to maintain their current living situation.
Measure C2 - The percentage of individuals completing a plan of services who reported an increased ability to engage in their customary daily life activities in the home and community.
- Efficiency Measure – (Measure will be calculated by RSA using MIS data reported in PARTS I and III)
Objective: To provide cost effective supports and services to increase the independence of older individuals who are blind so that they may remain in the community and to prevent or delay the need for an increasing level of care, particularly for those individuals who are at risk of entering institutions.
Measure D – The average annual cost per individual served through the program during the reported FFY.
Instructions for Reporting of Performance Data in Part V:
For measures A, Assistive Technology Devices and Services, and B, Independent Living and Adjustment Training Services, data is reported for individuals whose change in functional capabilities was assessed during the reported FFY, following the receipt of one or more services provided through the program.
For measures under C, Independence in the Home and Community, data is reported for individuals completing a plan of services during the reported FFY. For the purpose of this measure, “a plan of services is a set of services provided through the OIB program designed to meet an individual’s goals.” For the purpose of the items reported under C, an individual who has completed his or her plan of services does not need to have formally exited the program.
Grantees are not required to report data for efficiency measure D in Part V. The average annual cost per individual served through the program during the reported FFY will be calculated by RSA based on data reported in Part I, B3 and Part III, A3.
Assistive Technology Devices and Services
From the unduplicated number of persons served that received assistive technology devices and services reported in IV - B2, enter the number of unduplicated individuals receiving assistive technology
devices and services for whom change in functional capabilities was assessed, during the reported FFY (Denominator).
- From the unduplicated number of persons reported in A1 above, enter the unduplicated number of individuals receiving assistive technology devices and services who demonstrated improvement in one or more functional capabilities, during the reported FFY. Note: An individual who maintained but did not improve their capabilities may be reported here if the individual’s goal was to prevent further decline in their capabilities (Numerator).
- The percentage of individuals receiving assistive technology devices and services who demonstrated improvement in one or more functional capabilities during the reported FFY consistent with the objectives for receiving such devices and services. (A2 divided by A1 X 100). The percentage is calculated by RSA MIS.
Independent Living and Adjustment Training Services
- From the unduplicated number of individuals receiving independent living and adjustment training services reported in IV C2, during the reported FFY, enter the unduplicated number of individuals receiving independent living and adjustment training services for whom change in functional capabilities was assessed during the reported FFY (Denominator).
- From the unduplicated number of persons reported in B1 above, enter the unduplicated number of individuals receiving independent living and adjustment training services who demonstrated improvement in one or more functional capabilities. Note: An individual who maintained but did not improve their capabilities may be reported here if the individual’s goal was to prevent further decline in their capabilities (Numerator).
- The percentage of individuals receiving one or more independent living and adjustment training services who demonstrated improvement in functional capabilities during the reported FFY (B2 divided by B1 X 100). The percentage is calculated by RSA MIS.
Independence in the Home and Community
Responses to items C1 through C5 below are based on individuals who completed their plan of services during the reported FFY. Note: For the purpose of these measures, an individual who has completed his or her plan of services does not need to have formally exited the program. For example, an individual who has completed individualized services but continues to participate in ongoing peer support activities provided through the program would be included.
- Total: Enter the total number of individuals completing a plan of services during the reported FFY (Denominator). Note: This means a specific set of services designed for the individual to meet his or her goals.
- Engage in customary daily life activities: Enter the number of individuals completing a plan of services during the reported FFY who reported an increased ability to engage in their customary daily life activities in the home and community (Numerator).
- The percentage of individuals completing a plan of services who reported an increased ability to engage in their customary daily life activities in the home and community. (C2 divided by C1 X 100). The percentage is calculated by RSA MIS.
- Maintain Living Situation – Enter the number of individuals completing a plan of services during the reported FFY who reported feeling that they are more confident in their ability to maintain their current living situation (Numerator).
- The percentage of individuals completing a plan of services who reported feeling that they are more confident in their ability to maintain their current living situation (C4 divided by C1 X 100). The percentage is calculated by RSA MIS.
- Efficiency Measure – (To be calculated by RSA MIS from data reported in PARTS I and III)
- Total funds expended for direct services provided during the reported FFY (as reported in I B2c)
- Number of individuals receiving services during the reported FFY (as reported in III A3)
- The average annual cost per individual served through the program during the reported period (D1 divided by D2).
Part VI: Training and Technical Assistance
On July 22, 2014, the Workforce Innovation and Opportunity Act (WIOA) was enacted and included a new requirement under Section 751A that the RSA Commissioner shall conduct a survey of designated State agencies that receive grants under section 752 of the Rehabilitation Act of 1973, as amended by Title IV of WIOA, regarding training and technical assistance needs in order to determine funding priorities for such training and technical assistance. Enter a brief description of your training and technical assistance needs related to the implementation and improvement of the performance of your OIB program (for example, financial management, reporting requirements on the 7-OB, program management, data analysis and program performance, law and applicable regulations, provision of services and service delivery, promising practices, resources and information, outreach, etc.).
Part VII: Narrative
See descriptions of items to be included in the narrative on the 7-OB form.
Part VIII: Signature Instructions
SIGN AND PRINT THE NAME, TITLE AND TELEPHONE NUMBER OF THE OIB PROGRAM DIRECTOR.
The certifying official (either the Program Director or a designated officer) must have the legal authority to submit the form on behalf of the agency.
Part I: Funding Sources and Expenditures in Support of the OIB Program
Part II: Program Staffing
Part III: Data on Individuals Served
Part IV: Types of Services Provided and Funds Expended
Part V: Program Performance Measures and Outcome Data
Program Measures
Objective: To restore, improve, or maintain the independence of older individuals whose functional capabilities have been lost or diminished as a result of vision loss or blindness.Measure: The average annual cost per individual served through the program during the reported FFY.
Program Performance Data
Part VI: Training and Technical Assistance Needs
DBVI requires a standardized, statewide onboarding approach for newly hired rehabilitation teachers to ensure consistent, high-quality service delivery under the Older Individuals who are Blind (OIB) program across all regions. Training needs include uniform orientation to DBVI policies and procedures; OIB eligibility, allowable services, and fiscal requirements; consistent documentation and case management practices; and standardized safety and risk management protocols for home- and community-based services.
Additional training is needed to promote consistent use of evidence-based instructional practices for older adults, effective communication with individuals who are blind or visually impaired, appropriate use of assistive technology, and coordination with other DBVI programs. Statewide onboarding materials, mentoring, and ongoing technical assistance are needed to reduce regional variation, support compliance, and ensure equitable service delivery statewide.
Assistive Technology (Train-the-Trainer):
The agency requires targeted training and technical assistance to implement a Train-the-Trainer model in assistive technology for DBVI staff supporting the OIB program. Technical assistance is needed to strengthen staff capacity to train consumers and peers on both low- and high-tech assistive devices, document AT services in compliance with OIB and RSA requirements, and integrate AT effectively into independent living instruction. This approach supports sustainability, improves service quality, and promotes consistent, compliant delivery of AT services across regions.
Part VII: Narrative
DBVI also employs two full-time Personal and Home Management Instructors (PHMs) who teach Independent Living Skills at the Virginia Rehabilitation Center for the Blind and Vision Impaired (VRCBVI). The OIB consumers served through DBVI range in age from 55 years old and above. Additionally, our teachers/instructors serve individuals who are under the age of 55 as part of our Rehabilitation Teaching Services. Our Rehabilitation Teachers utilize their time by providing evaluation, guidance and counseling, and direct instruction. They provide these services by teaching adaptive skills of blindness. DBVI currently employs 13 Orientation and Mobility Instructors (O&M Instructors). Three of those instructors work full-time at VRCBVI and the remaining 10 work within DBVI’s 6 Regional Offices. VRCBVI is currently seeking to hire a fourth O&M Instructor. That opening has been posted over a year. All our O&M Instructors dedicate their time to provide direct instruction. This direct O&M instruction primarily lends itself to teaching techniques of independent travel, while the RT’s primary focus is on Independent Living Skills. Low Vision Services are also a major component in our service delivery. DBVI’s Rehabilitation Teachers conduct Functional Vision Assessments and attend Low Vision Examinations with the individuals. During that exam, the Low Vision Examiner makes recommendations for specific Low Vision Aids. Upon receiving those recommendations, the teachers order Low Vision Aids. Our Rehabilitation Teachers can provide loaner aids for a trial period for all individuals who are prescribed Low Vision Aids, the teacher also provides training in how to maximize the use of each Low Vision device used by the individual. DBVI is fortunate that it has the capability of allowing its individuals to try out the Low Vision Aids that are prescribed for 30 days, before they decide on what they will keep, what needs to be exchanged, and what needs to be returned. Before the trial period begins, the Rehabilitation Teachers thoroughly train the individuals so that the best possible informed decision can be made by the individuals at the end of the trial period.
DBVI also serves individuals who are DeafBlind. DBVI currently employs two DeafBlind Specialists who dedicate their time to consulting with teachers and serving individuals with both hearing and vision loss. The specialists provide communication and independent living skills assessments to determine programs and devices that assist individuals to communicate with others more easily and live more independently in their homes. Also, many individuals do not always hear sounds in their homes such as smoke detectors, doorbells, or telephones. The specialists demonstrate and recommend alerting devices, assistive listening devices and telephones to DBVI Staff and individuals who are DeafBlind that make it easier for them to use. The specialists can set up the equipment and train individuals in how to use the equipment.
The specialists also provide consultation, training, and technical assistance to staff at DBVI, in nursing homes and assisted living centers, and in the community to people working with individuals who are deafblind. This way, these individuals can participate more easily in these programs.
DBVI’s DeafBlind Services, also partner with Perkins School for the Blind to run the I Can Connect Program. This is a federal program (also called the National Deaf-Blind Equipment Distribution Program) which makes it possible for eligible, low-income individuals who are deafblind to receive telecommunications equipment that enables them to communicate with others at a distance. They can receive free equipment such as computers, smartphones, smart tablets, and peripherals such as braille displays, ZoomText or speech reading software. They also receive free training on how to use this equipment.
Title VII, Chapter 2 funds are used to provide comprehensive independent living services for older individuals who are blind, through DBVI regional offices in Bristol, Fairfax, Norfolk, Richmond, Roanoke, Staunton and at VRCBVI in Richmond. The goal of our agency is to provide and arrange for services that empower individuals with significant visual impairments, to achieve and maintain their desired level of independence within their home and community. It is our hope that we can play a part in assisting individuals in their adjustment to their level of visual impairment. During Federal Fiscal Year 2025, DBVI had the distinct pleasure and privilege of serving 619 senior individuals, ranging in age from 55 to 101 years, who achieved successful outcomes through agency services. The Roanoke Regional Office led the agency with an impressive 217 successful outcomes, demonstrating outstanding commitment and impact. The Fairfax Regional Office followed with a significant 107 successful outcomes, reflecting strong performance and dedication to our mission. These successful outcomes allow individuals to gain a level of independence, which affords them the opportunity to remain in their homes and participate as viable members in their communities.
DBVI also employs two full-time Personal and Home Management Instructors (PHMs) who teach Independent Living Skills at the Virginia Rehabilitation Center for the Blind and Vision Impaired (VRCBVI). The OIB consumers served through DBVI range in age from 55 years old and above. Additionally, our teachers/instructors serve individuals who are under the age of 55 as part of our Rehabilitation Teaching Services. Our Rehabilitation Teachers utilize their time by providing evaluation, guidance and counseling, and direct instruction. They provide these services by teaching adaptive skills of blindness. DBVI currently employs 13 Orientation and Mobility Instructors (O&M Instructors). Three of those instructors work full-time at VRCBVI and the remaining 10 work within DBVI’s 6 Regional Offices. VRCBVI is currently seeking to hire a fourth O&M Instructor. That opening has been posted over a year. All our O&M Instructors dedicate their time to provide direct instruction. This direct O&M instruction primarily lends itself to teaching techniques of independent travel, while the RT’s primary focus is on Independent Living Skills. Low Vision Services are also a major component in our service delivery. DBVI’s Rehabilitation Teachers conduct Functional Vision Assessments and attend Low Vision Examinations with the individuals. During that exam, the Low Vision Examiner makes recommendations for specific Low Vision Aids. Upon receiving those recommendations, the teachers order Low Vision Aids. Our Rehabilitation Teachers can provide loaner aids for a trial period for all individuals who are prescribed Low Vision Aids, the teacher also provides training in how to maximize the use of each Low Vision device used by the individual. DBVI is fortunate that it has the capability of allowing its individuals to try out the Low Vision Aids that are prescribed for 30 days, before they decide on what they will keep, what needs to be exchanged, and what needs to be returned. Before the trial period begins, the Rehabilitation Teachers thoroughly train the individuals so that the best possible informed decision can be made by the individuals at the end of the trial period.
DBVI also serves individuals who are DeafBlind. DBVI currently employs two DeafBlind Specialists who dedicate their time to consulting with teachers and serving individuals with both hearing and vision loss. The specialists provide communication and independent living skills assessments to determine programs and devices that assist individuals to communicate with others more easily and live more independently in their homes. Also, many individuals do not always hear sounds in their homes such as smoke detectors, doorbells, or telephones. The specialists demonstrate and recommend alerting devices, assistive listening devices and telephones to DBVI Staff and individuals who are DeafBlind that make it easier for them to use. The specialists can set up the equipment and train individuals in how to use the equipment.
The specialists also provide consultation, training, and technical assistance to staff at DBVI, in nursing homes and assisted living centers, and in the community to people working with individuals who are deafblind. This way, these individuals can participate more easily in these programs.
DBVI’s DeafBlind Services, also partner with Perkins School for the Blind to run the I Can Connect Program. This is a federal program (also called the National Deaf-Blind Equipment Distribution Program) which makes it possible for eligible, low-income individuals who are deafblind to receive telecommunications equipment that enables them to communicate with others at a distance. They can receive free equipment such as computers, smartphones, smart tablets, and peripherals such as braille displays, ZoomText or speech reading software. They also receive free training on how to use this equipment.
Title VII, Chapter 2 funds are used to provide comprehensive independent living services for older individuals who are blind, through DBVI regional offices in Bristol, Fairfax, Norfolk, Richmond, Roanoke, Staunton and at VRCBVI in Richmond. The goal of our agency is to provide and arrange for services that empower individuals with significant visual impairments, to achieve and maintain their desired level of independence within their home and community. It is our hope that we can play a part in assisting individuals in their adjustment to their level of visual impairment. During Federal Fiscal Year 2025, DBVI had the distinct pleasure and privilege of serving 619 senior individuals, ranging in age from 55 to 101 years, who achieved successful outcomes through agency services. The Roanoke Regional Office led the agency with an impressive 217 successful outcomes, demonstrating outstanding commitment and impact. The Fairfax Regional Office followed with a significant 107 successful outcomes, reflecting strong performance and dedication to our mission. These successful outcomes allow individuals to gain a level of independence, which affords them the opportunity to remain in their homes and participate as viable members in their communities.
#1: An 81-year-old individual that lives with and cares for her older sister who has dementia. This individual is a retired Home Economics teacher. She has optic atrophy OU and has had BRVOs OU. Her visual acuities are 20/200 OD and HM OS, and she has peripheral field loss OU. This individual received RT services which included having her appliances marked with tactile markings and learning how to use them and learning about lighting and contrast to improve visual functioning. She is currently able to use her household appliances independently, which allows her to continue to cook. DBVI assisted her in getting set up with digital books on cartridges and an audio Bible and learning to use the digital player. She received a check writing guide, large print check register, and an audio bill reader and was taught to use them. She was taught money folding techniques for money identification. She really enjoys listening to books and the Bible and can now manage her finances independently. DBVI provided a large print calendar, bold line marker, and signature guide. She received low vision services and has been able to use the low vision aids successfully for reading mail, labels, recipes, and watching TV. She was given sunglasses to reduce glare and improve visual functioning. The settings on her smartphone were adjusted to make it easier for her to use, and she was assisted in setting up the Google Assistant on her phone and was taught how to use it. She is now able to make calls, send and read texts, and access other information including the time and weather using her phone. She also received O&M training including orientation to her new apartment. She is now living in an area with public transportation, and the O&M instructor is working to get her set up with Para Transit services so she can travel independently in her community.
#2: Mrs. GH was referred to DBVI for RT services at the age of 77. She was trying to find ways to cope with her significantly deteriorating vision (i.e., 20/400 OU and visual field loss, as a result of Primary Open Angle Glaucoma). She was struggling with many of her daily activities, such as reading print materials, writing checks, operating her appliances, cooking, seeing her Android smartphone, and tracking appointments. Although her husband was also managing his own declining health, she felt she had to rely on his assistance to complete the personal and household tasks that she had once performed for their family (e.g., cooking, bill-paying, medication management, and shopping). With her declining vision, she doubted both her abilities to operate a computer independently and to learn to navigate a new computer system. She was interested in operating a computer so that she could resume some of her previous responsibilities in the volunteer ministry that she and her husband performed through their church and a local charitable organization. She was at a loss as to how she could change these circumstances that left her feeling so inadequate. But as a retired special education teacher, Mrs. GH also knew the power of self-confidence, hard work, and finding the right adaptations to meet individual needs. So, she brought this valuable perspective into the rehabilitation training that we shared for the next two years, and as a result, I had the pleasure of watching her overcome one challenge after another over time. Throughout our work together, she maintained a positive attitude and willing spirit about exploring new accommodations and adaptive strategies. She received a low vision exam and training with the low vision aids recommended for her. After an evaluation period, she purchased a handheld CCTV (Koolertron Digital Magnifier), which helped her regain the ability to read a variety of print materials (e.g., mail, her Bible, her medicine bottles). She was particularly pleased the first time she used it to more fully participate in the planning of a special service at her church. We then shifted our focus to training in accessing her Android smartphone. After learning to use screen magnification and voice commands, she was able to independently access her text messages and e-mails and explore some websites. With her self-confidence increased, Mrs. GH began more seriously considering the purchase of a new computer and was referred to Computers for the Blind, from which she eventually purchased a refurbished Windows 10 laptop (with a connected desktop monitor). We then set out on an extended journey to build her skills in accessing and using this new device. Although she had previously used a computer for work, she acknowledged how long ago it had been and how much she had relied on her vision for doing so. When we began, she preferred to primarily use visual accommodations (e.g., screen magnification, large print keyboard stickers). But in time, she found that visual adaptations alone were not enough to enable her to navigate her new computer as independently as she wished, and she began to embrace the use of a screen reader as well. With great effort, she met her initial goal of learning to compose, edit, and print documents and was quite proud the first time she showed me a flyer she had created to announce a special event at her church. I introduced her to a self-paced, online tutorial for touch typing. Between our visits, she was diligent about repeating each lesson until she achieved her self-imposed high standards, and each time I came to see her, she proudly shared her progress with me, until she had completed the program. She then became interested in performing her own web searches on her computer, which opened up a wealth of information to her. By the end of our work together in June 2025, she was competently composing and printing fundraising letters for her charitable organization, composing and sending letters of encouragement to members of her church, and finding new topics of interest through her daily Google searches. The computer that she once thought she could never learn to use had now given her a new source of self-confidence, an outlet for the ministry work she enjoyed, and a window to a world of new information.
Amid her training, Mrs. GH’s husband passed away, suddenly changing both her support system and emotional outlook. For a while, she lost interest, but her daughter and neighbors worked together to help her remain in her home, and in time, she was interested again in taking on some of the household tasks that she had relinquished to her husband. Following some training with marked appliances, adaptive cooking skills, and check-writing accommodations, she found that she could once more independently manage her cooking and bill-paying.
#3: When I first met my client, a long-time musician who plays several instruments and sings in her church choir, she was struggling with a significant challenge. Her vision impairment made it extremely difficult for her to read sheet music for both choir singing and piano practice. The combination of reduced visual acuity and the very limited lighting in the church choir loft prevented her from participating in music the way she wanted. After coordinating a low vision evaluation and working with different optical aids, I identified a solution that matched her needs. After trying various readers to no avail, I suggested we try Eschenbach MaxDetail glasses to provide the level of magnification required for reading musical notation. These glasses gave her just enough distance and detail to read her sheet music from her piano. To address the lighting issues, I provided an adjustable neck lamp that offers bright, focused light directly onto the page. I then spent time teaching her how to use these aids comfortably and effectively during both choir rehearsals and piano sessions. With the combination of these tools and instruction, she was able to return to her choir and read her music with much greater ease. By the end of our work together, she met a major personal goal. To celebrate her progress and demonstrate her newfound confidence, she gave me an impromptu concert right there in her living room, successfully sight-reading and playing a beautiful excerpt from Beethoven’s Moonlight Sonata.
#4: Jane (Usher’s syndrome), a retired older adult, moved with her family into her deceased mother’s home in a rural county of the Northern Neck of Virginia. Jane was referred to Rehabilitation Teaching by the Vocational Rehabilitation Counseling program. All visits were a minimum of two hours long and utilized the same interpreter. We always sat at the kitchen table to utilize the good window light and the solid surface.
This Rehabilitation Teacher visited Jane for the first time in November of 2023. Jane and her family live in an old two-story brick home which was in a state of reconstruction. Jane said she was born deaf and began losing her vision later in life. Jane stated that she wanted to maintain her independence but found her vision was causing her to be more reliant on others. She found it to be too bright in some areas of the house and outside. She could not read directions on food packages or her recipes. Jane said she burned herself when trying to use her pressure cooker and cut herself when cutting up food. Jane said she could not find things in her kitchen and could not identify her spices. Jane said she was feeling depressed because she just could not do the things she used to do and needed help. Jane said she had been through a low vision exam, but magnifiers were no longer helping her to read. Jane told me that she knew Braille but was very rusty on using it.
Jane and I created goals in ADL, Home Management, and Communications. Specifically, we wanted to find sun ware to help prevent glare indoors and out, learn adaptive techniques (like to prevent injury and increase efficiency) to use in the kitchen, and utilize Braille in a functional use in the home. Adaptive skills would cover the following: learning techniques for safety when cutting, preparing meals, locating items, identifying items, labelling strategies, reading, writing, and advocacy.
Lessons initially covered discussions on adaptive skills to utilize in the kitchen but it later changed to spending most of the time with Braille. Jane’s entire home was constantly in a state of reconstruction. Several unexpected incidents opened opportunities for guidance and counseling. One incident was that Jane did not see a construction cord and the deep freezer door didn’t shut, resulting in a lot of spoiled meat. She cried and blamed herself. We discussed being more careful when navigating through the house, asking her family to help with clean-up at the end of the day of construction, and utilizing some adaptive mobility skills (upper and lower arm protection, trailing, and scanning areas with touch). We talked about using color and contrast to help in the kitchen. A contrasting cutting board, one side black and the other side white, and a pair of elbow length oven mitts, aided Jane with safe cutting and cooking. Jane and I spent the first hour of each lesson on discussing adaptive techniques to be used in the kitchen.
In later months it was more apparent that Braille was Jane’s primary focus. Jane forgot much of the Braille alphabet and most of contracted braille. Jane and I decided to go through the Illinois Series Book One Uncontracted Braille lesson book. Jane did not practice reading between lessons, this plus her frequent illnesses, caused the learning of braille to be slow. Jane wanted to write a recipe in Braille and create her own recipe book. I suggested that it was a good goal to aim towards accomplishing but that she needed to be more accurate and confident with her reading of Braille before we could put that goal into action. Following an earlier sun ware evaluation, I brought Noir U 20 sunglasses and a pair of U22. I had previously given her the U21. Jane really liked the sunglasses and commented on each pair. She said the U20 help her see better where we were sitting to do our Braille. Jane often told me that she squinted too much and ended her day with a headache because of the brightness. Everything is bright in her kitchen and at the table. Jane said that she could see how the U22 would come in handy on bright sunny days and when it snowed outside.
Jane and I lost the entire summer (2024) of instruction due to medical issues, and she could not focus on any RT skills. I strongly encouraged her to practice reading stories out of her lesson book. Jane admitted that she just did not have the desire to practice, and I asked her to contact me when she was ready to resume instruction. In the fall of 2024, I had to have a heart-to-heart talk with Jane that we may have to close her case to the RT program because she was no longer progressing. Jane started again with Braille. Her reading speed picked up and her comprehension of what she was reading increased. We Brailed spice labels, made labels on her shelves, and Braille labelled food containers. Jane was proud to show me her Braille labelling supply kit that she created, which included the following: rubber bands, hole puncher, Braille labelling insert tool, extra labelling sheets, plastic labeling strips, puffy paint tubes, and Velcro. She then wanted me to work with her on Brailling a recipe. During one of our last lessons in the summer of 2025, Jane had compiled a three-ring binder of recipes in Braille that she wrote herself. Jane and I reviewed the different strategies for the use of Braille functionally for labelling credit cards, keeping financial information, and labelling freezer foods and/or jars of canned foods she creates using her pressure cooker). Jane was proud to show me the 21 Mason jars of tomatoes she canned over the weekend. Jane has shelves now in her kitchen where she is organizing pressure cooked jars of food (beans, soups, and vegetables). The shelves are Braille labelled. Jane said she loves being back cooking in her kitchen and is happy she can utilize her Braille to identify everything. Jane’s Braille skills benefit her with labelling, writing, and reading. She has the necessary tools to utilize Braille if needed or preferred. Her confidence in continuing to prepare meals from scratch and jar foods is truly inspirational!
The goals of the outreach presentations are to educate individuals about the best way to access DBVI services, explain available DBVI programs and services that can meet the needs of seniors who are visually impaired, and provide information about access to other related community services for seniors and other individuals who are blind, vision impaired, or deafblind.
In addition to these efforts, the VRCBVI hosts a two-week senior retreat each year during the month of August for seniors aged 55 and up who are served by the Older Blind Grant. The Rehabilitation Teaching staff discuss this retreat with their individuals and community partners. One feature of the senior retreat is that if it is in the best interest for the individual, they may have a friend or family member accompany them to the program. This allows for them to participate alongside their support person for maximum learning. This specialized program’s goal is to work with older individuals in areas such as coping with vision loss, activities of daily living skills, independent travel skills, assistive technology skills, (use of IOS devices and screen reading software) low vision assessment and training, diabetic information, and training on the use of talking glucometers and nutritional consultation as appropriate.
The Department for the Blind and Vision Impaired (DBVI) launched a 3-month marketing campaign in the Roanoke Valley area. As part of the campaign, ads were aired on local news station WDBJ, as well as streamed radio and internet platforms. This initiative highlighted DBVI's services to ensure that Virginians who are blind, vision impaired, or deafblind are aware of the services available to them. This campaign aimed to increase awareness and outreach within the community.
The Department of Aging and Rehabilitative Services (DARS) here in the state of Virginia has as part of its service delivery model an Advisory Council called No Wrong Door. This Advisory Council provides services to all individuals of all ages and disabilities. DBVI participates in monthly meetings with this NO WRONG DOOR Advisory Council to provide input and address any questions regarding individuals who are older and who are blind or have low vision. DBVI has continued to work with No Wrong Door to ensure that its website is accessible to individuals who are blind or who have low vision. This website has information such as affordable housing, accessible housing, information for individuals who are homeless on how to obtain food, transitioning from hospital to home and a myriad of other services. No Wrong Door is a person-centered system and statewide network of partners. As a part of the No Wrong Door Advisory Council, DBVI is able to be made aware of individuals who are blind or who may have low vision and to begin the process of explaining DBVI services to those individuals.
DBVI remains active on the Statewide Independent Living Council, enabling the agency to connect and collaborate with other partners and agencies to gain and share information with Rehabilitation Teaching staff, Orientation and mobility instructors and the Deafblind Program. DBVI’s participation on the council also ensures that the issues that are relevant to citizens who are blind, vision impaired and deafblind are known and addressed as the CIL’s work to remove barriers to independence and ensuring equality of persons with disabilities.
DBVI participated with the Older Individuals who are Blind Technical Assistance Center (OIB-TAC). Technical Assistance Activities
In the Technical Assistance activities, OIB-TAC used Goal Attainment Scales to measure progress. Their overall goal was to see an average of 4 of 5 steps completed for the goals. DBVI’s average score was 4.83, which demonstrates excellent goal achievement.
The following collaborative activities were addressed during technical assistance and training:
1. Develop guidance and training to help increase efficiency and consistency in case documentation.
2. Develop a written plan to increase exposure to the blind/low vision rehabilitation professions to help meet DBVI’s professional staffing needs.
3. Identify 2 contacts, Spanish interpretation and language resources, and demographic information to aid in expanding services to the Latino community throughout the state.
Training Activities
The following four virtual presentations were provided to DBVI staff:
1. Work Smarter with SMART Goals
2. Documentation: What and How Much to Include
3. The Efficiency Factor
4. Where Do I Start?: Organizing and Prioritizing Services
DBVI participated in this intensive training as part of our continuing efforts to strengthen and grow the services this agency provides to individuals 55 and older who are living with vision loss across the Commonwealth of Virginia. DBVI participated in monthly meetings for OIB program managers and a listserv to interact with OIB-TAC staff and other program managers.
The Program Director works with the Language Access Coordinator for the Virginia Department of Health. We are working to improve how services across Virginia, especially those during an emergency, are provided to individuals living with a disability and/or those who speak English as a second language.
DBVI worked with Hadley School for the Blind’s Director of Outreach and Development to discuss ways that DBVI and HADLEY can strengthen and improve our working relationship. Hadley presented at one of our RT/IL Statewide meetings to focus on peer support opportunities with HADLEY.
Certification
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 6 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain a benefit (Section 13 of the Rehabilitation Act, as amended). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, toU.S. Department of Education, Washington, D.C. 20202-4537or email ICDocketMgr@ed.gov and reference the OMB Control Number 1820-0608. Note: Please do not return the completed form to this address.